Technological Pedagogical Content Knowledge and the Context: An Integrated Model

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Reeve, R. (2008). Technological Pedagogical Content Knowledge and the Context: An Integrated Model. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 5310-5312). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/28123.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2008
Las Vegas, Nevada, USA
March 3, 2008
ISBN 1-880094-64-9
  Karen McFerrin, Roberta Weber, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Author

Richard Reeve, Queen's University, Canada

Abstract

Technological Pedagogical Content Knowledge (TPCK) has been embraced by the Society for Information Technology & Teachers Education (SITE) to the point that it now is a topic at the annual meeting. This short paper observes that the originators of TPCK, Punja Mishra and Matthew Koehler, in their recent writings about TPCK (Mishra & Koehler, 2007) have moved to make context a more important consideration in the TPCK framework (see figure 1). To support the recommendation that context actually be incorporated into the TPCK framework this paper presents an analysis of the discourse patterns of a Design Study Group that was engaged in the implementation of a technology-rich approach to education known as the "Knowledge Building Communities" approach (Scardamalia, 2002). It is argued that this analysis suggests the importance of context knowledge to the successful implementation of complex educational approaches and should therefore be considered for inclusion in the TPCK framework.

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